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HUMANIKA Vol.25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika THE ANALYSIS OF TOPICS AND TOPIC BOUNDARY MARKERS IN IONESCO’S ABSURD PLAY THE LESSON Henny Putri Saking Wijaya Fakultas Sastra, Universitas Kristen Petra, Surabaya, Indonesia Email: [email protected] Abstract People sometimes experience miscommunication when they have a conversation. It may happen because they fail to recognize the topic of discussion and the topic shift markers. A conversation has a clear structure that is not realized by the speakers. In this study, the writer chose The Lesson, one of the most famous absurd plays by Ionesco, as the data. In this play, the structure of conversation is difficult to understand, especially in the conversation between the Professor and the Young Pupil. Based on this condition, the writer investigates the structure of the conversation between the Professor and the Young Pupil in order to find the main topics and the topic boundary markers occurred in the topic shift in the conversation. The data were analyzed using the theories of topic shift by Coulthard (2014) and topic boundary markers by Stenstrom (2014). The findings show that there were four topics in the conversations between the Professor and the Young Pupil and ‘let’s’ is the topic boundary marker often used to open a new topic and to close a topic. In conclusion, even in an absurd play where the structure is difficult to understand, there is a clear structure of the conversation. Keywords: topic; topic boundary marker; absurd play 1. Introduction Normal conversations can also happen in People do conversations in their everyday plays. However, in plays, there are life. According to Stenstrom, conversation conversations that make the topics of is a “social activity involving two or more discussion cannot be seen clearly, for participants who talk about something” example, in absurd plays. In the Collins (2014, p.189). It means that at least two Dictionary, theatre of the absurd is defined individuals are taking part as the speaker “drama in which normal conventions and and the listener. Furthermore, each of dramatic structure are ignored or modified participants has power to control the in order to present life as irrational or ongoing conversation, in relation to the meaningless.” In this kind of literature, the position of the participants. For instance, absurdity of human life is represented when a teacher has a conversation with clearly. In absurd plays, the structures of his/her student, in many cases the teacher the conversation are difficult to understand will have more power to control the because the order is not as simple as in conversation. normal conversations. It makes absurd People can have normal plays very unique and interesting to conversations in their daily interactions. analyze. 12 Copyright @2018, HUMANIKA, e-ISSN: 2502-5783, p-ISSN: 1412-9418 HUMANIKA Vol. 25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika Eugene Ionesco is regarded as the participants proposes a topic. Each Absurdist because he is “the author of participant has the equal right to contribute hilarious nonsense plays” (Esslin, 2001, a topic. Topic in a conversation is not fixed p.133). One of his famous absurd plays is but it is negotiated in the process of The Lesson. Esslin (p.146) states “there is conversation (Brown and Yule, 1983, p.89). more about language in The Lesson than a It means that some topics proposed by the demonstration of the difficulties of participants will be accepted as the topic of communication. Here language is also conversation and some others will be shown as an instrument of power.” Even rejected. In a conversation, the participants though the language used in the play is not only talk about one topic but also shift simple, the structure of successive and develop the topic. When a participant utterances, which is difficult to understand, responds to a topic and then proposes a has interested the writer to analyze further. new topic, topic shift occurs in the There are two research questions that the conversation. writer wants to answer: 1) What are the Topic shift is the point at which the main topics occurred in the conversation? participants of a conversation move from 2) What are the topic boundary markers the current topic into the new topic. Sacks occurred in the topic shift in the (1971 cited in Coulthard, 2014, p.80), conversation? “observes that in a conversation which is In order to be able to take part in a progressing well talk drifts imperceptibly conversation, people need to know about from one topic to another, and suggests the topic being discussed. Topic is a part of that the relative frequency of marked topic interesting conversations. According to introduction is some measure of the quality McCarthy, topics “are the strings of of a conversation.” It means that the utterances perceived as relevant to one occurrence of topic shift in a conversation another by participants in talk” (1991, is important because it can make the p.132). One topic can consist of many ongoing conversation run smoothly. related sub-topics. Moreover, it is common Topic shift is very important especially in in a conversation that one of the keeping the conversation still going on and Copyright @2018, HUMANIKA, e-ISSN: 2502-5783 13 HUMANIKA Vol.25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika avoiding silences (McCarthy, 1991, p.134). the topic boundary markers. These markers Topic shift is an important skill. People are used to give a sign where one unit ends need topic shifts to make coherent and another begins. They are used to point utterances so that they may be able to give out whether a topic has changed or not, and the right comment or response in an are needed to connect one utterance to appropriate time. They have to know the another in a language in order to make a markers in order to make a clear shift from coherent sentence (Brown and Yule, 1983, one topic to another. The examples of shift pp.94-95). Moreover, topic shift markers markers are by the way, that reminds me of, are very important because the failure in well, speaking about, actually, all right, or marking the shift of the topic can cause even short silence. By knowing these misinterpretation of the message that the remarks, the participants of a conversation speaker wants to convey. The following is will be able to recognize the changing of the example of topic boundary marker the topic easily. The following is the (Stenstrom, 2014, p.158): example of topic shift (Stenstrom, 2014, (A and B have been talking about domestic p.156): matters when B suddenly remembers that 1 A: … I’m sure he went for a smoke. she has promised to deliver a message) 2 B: I did know one Indian who “Ok. And by the way, I forgot to tell you ironically learnt to last night that Bill Potterton wants us to go chainsmoke in this country round on Sunday afternoon.” 3 A: … he could break it in holidays In the example above, B gives a sign ‘by but as soon as the term began again. The strain was too the way’ as the opening marker before she much. Couldn’t go and do changes the topic of discussion. without them any longer. There are some studies related to topic 4 B: What part of India were you in? shift and topic shift markers; however, The extract above shows that there is a most of them did not analyze plays, topic change. In line 1-3, A and B are especially absurd plays. One of them is the talking about their Indian colleague. Then study conducted by Wulandari (2001). The in line 4, B changes the topic of discussion subjects were male and female students to A’s experience in India. who were chatting in the boarding house. In order to understand the structure of a Another study related to topics which conversation, the writer needs to identify 14 Copyright @2018, HUMANIKA, e-ISSN: 2502-5783, p-ISSN: 1412-9418 HUMANIKA Vol. 25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika analyzed a play was done Jones (2008). He topic boundary markers that gave clear analyzed Absurd Person Singular by Alan markers where one topic ends and another Ayckbourn. Thus, analyzing topics and topic begins were analyzed. The markers topic boundary markers in absurd plays is were put into a table 2 : interesting to discuss. Table 2. Topic Boundary Markers 2. Research Method No Opening Closing Opening + Marker Marker Closing This research was conducted by using the Markers qualitative approach in which the source of data was from a literary work of Ionesco entitled The Lesson. As the data of the research, the writer took the conversation Next, the writer divided the between the Professor and the Young Pupil conversations into small units by using the because both of them are the main topic boundary markers. It is needed in characters who do most of the conversation. order to determine the main topics and the The writer rewrote the conversation sub topics of the conversations. between the Professor and the Young Pupil because she adjusted with the table that she 3. Findings and Discussion used in the data analysis. The findings show that there were four The analysis began with the topics with several sub topics in the categorization of the conversation by using conversation between the Professor and the the following table 1: Young Pupil. Moreover, the topic boundary markers in the topic shift could Table 1. Topics and Sub-topics of the be identified in the conversation. The Conversation discussion is divided into main topics and Dialog Dialog Main Sub topic boundary markers. line Topic Topic The writer put the conversation that has been rewritten in the table. Then, the Copyright @2018, HUMANIKA, e-ISSN: 2502-5783 15 HUMANIKA Vol.25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika 3.1 Main topics boundary markers to help her to determine From the analysis, the writer found that the the main topics because these markers topics of conversation between the were the signs where one topic ends and Professor and the Young Pupil could be another topic begins. In order to show the categorized into four namely Introduction, main topics, the writer provides some Arithmetic, Linguistics and Comparative extracts of each. Extract 1 shows that the Philology, and Closing. However, the first main topic namely ‘arithmetic’. closing was drawn in dots because the Extract 1: (53) P : If you will … now … we … we conversation that occurs is between the … I … I will begin by making Professor and the Maid and this was not a brief examination of your knowledge, past and present, analyzed. See the diagram 1 so that we may chart our future course … Good. How Diagram 1. Main Topics is your perception of plurality? Introduction (54) Y : It’s rather vague … confused. (55) P : Good. We shall see. (56) P : Now, miss, would you like to do a little arithmetic, that is if Arithmetic you want to … (57) Y : Oh, yes, Professor. Certainly, I ask nothing better. Linguistics and (58) P : It is rather a new science, a Comparative Philology modern science, properly speaking, it is more a method than a science … And it is Closing also a therapy. Have you finished, Marie? (The Maid interrupts the conversation between the Professor and the Young The diagram shows that there are Pupil) two main topics of the conversation: (59) P : Miss, I hope you’ll pardon this absurd interruption … Excuse Arithmetic, and Linguistics and this woman … She is always Comparative Philology. Those main topics afraid that I’ll tire myself. She fusses over my health. are the lessons given by the Professor to (60) Y : Oh, that’s quite all right, the Young Pupil. The findings of the main Professor. It shows that she’s very devoted. She loves you topics were related to the topic boundary very much. Good servants are markers. The writer used these topic rare. 16 Copyright @2018, HUMANIKA, e-ISSN: 2502-5783, p-ISSN: 1412-9418 HUMANIKA Vol. 25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika (61) P : She exaggerates. Her fears are (209) P : I hear that you will not be able stupid. But let’s return to our to qualify for the total arithmetical knitting. doctor’s orals … (62) Y : I’m following you, Professor. (210) Y : Yes, Professor, it’s too bad! (211) P : Unless you … (Let me be, From the extract above, the Professor Marie … Look here, why are you bothering me? Go back says ‘now’ and ‘I will begin’ in line 53 as to the kitchen! To your pots the signs to show that the Professor wants and pans! Go away! Go away!) We will try to prepare to start the lesson. Those signs are the topic you at least for the partial boundary marker used to show the doctorate … (212) P : (Now leave me alone! Let me beginning of a topic. In line 56, it can be be! What’s the meaning of seen that the Professor asks the Young this?) I must therefore teach you, if you really do insist on Pupil to learn arithmetic when he asks attempting the partial “would you like to do a little arithmetic?” doctorate … (213) Y : Yes, Professor. This request is the marker showing the first (214) P : … The elements of linguistics main topic of the conversation: arithmetic. and of comparative philology … Then, there is an interruption by the maid. (The Maid interrupts the conversation It makes the Professor talk about another between the Professor and the Young Pupil) topic. When he remembers to continue (215) P : Let’s continue, miss. talking about ‘arithmetic’, he gives a (216) Y : Yes, Professor. (217) P : I want you to listen now with marker ‘but let’s return’ (line 61). the greatest possible attention to a lecture I have prepared … The following Extract shows the (218) Y : Yes, Professor. second main topic namely ‘Linguistics and (219) P : … Thanks to which, in fifteen minutes’ time, you will be Comparative Philology’. able to acquire the Extract 2: fundamental principles of the (206) P : Let’s leave it for the moment. linguistic and comparative Let’s go on to another philology of the neo-Spanish exercise … languages. (207) Y : Yes, Professor. (220) Y : Yes, Professor, oh good! (208) P : It is unfortunate, miss, that you aren’t further along in Extract 2 above shows that the specialized mathematics … Professor wants to stop the arithmetic Copyright @2018, HUMANIKA, e-ISSN: 2502-5783 17 HUMANIKA Vol.25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika lesson when he says “Let’s leave it for a Image 1: The details of the introduction and each main topic moment” in line 206. The word “it” in the Introduction: marker refers to arithmetic. Then, he wants  Finding the house sub topic to teach his pupil another lesson when  Knowledge about Paris sub topic  Weather/climate sub topic saying “Let’s go on to another exercise” in - Season sub-sub topic line 206. Thus, ‘let’s leave it’ is the topic  Specialization sub topic - School qualification sub-sub topic boundary marker used to give a sign where  Preparation of the course sub topic the first main topic ends and ‘let’s go on Arithmetic: to’ is the marker to give a sign where the  Addition sub topic second main topic begins. The Professor  Subtraction sub topic - Counting sub-sub topic does not mention directly what kind of - Small and large numbers sub-sub topic  Bigger numbers sub-sub-sub exercise that the Pupil will have in line topic 206. He finally states clearly the next  Multiplication sub topic lesson in line 214 when he mentions ‘the Linguistics and Comparative Philology: elements of Linguistics and Comparative  Neo-Spanish sub topic Philology’.  Phonology sub topic  Affixes sub topic The introduction and each main topic  Word structure sub topic - Differences of diverse were composed of sub topics and sub-sub language sub-sub topic topics. The sub topics and sub-sub topics were classified after identifying the topic a. Topic boundary markers boundary markers in each unit. The details The findings show that the topic boundary of the introduction and each main topic can markers in the conversation can be divided be seen in Image 1. into three categories namely Opening, Closing, and Opening and Closing. In general, ‘let’s’ is the topic boundary marker often used to open a new topic and to close a topic. Besides ‘let’s’, the characters also often use questions as the markers. Table 3 shows the topic boundary markers used in the conversation. 18 Copyright @2018, HUMANIKA, e-ISSN: 2502-5783, p-ISSN: 1412-9418 HUMANIKA Vol. 25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika Table 3. Topic Boundary Markers 59 Miss, I hope you’ll pardon this Line Opening Closing Opening absurd + interruption Closing … 5 Please 61 But let’s excuse return to me… Did our you have arithmeti any trouble cal finding the knitting. house? 69 How much 10 Do you like are one and Bourdeaux? one? 17 What a nice 91 At day it is addition today… you are a 22 The snow past falls in the master. winter. 91 Now, let’s 32 Oh, I do look at hope so, subtraction. Professor. 103 Let’s try 32 I have a to deduce great thirst it together. for 103 Would you knowledge. like to count? 111 Stop there, 35 And you miss. wish to 111 Which qualify number is for…? larger? 43 Then, … I 117 Let’s not do think go into that we that. ought to get 117 To facilitate to work. our work, 53 … now … I let’s merely will begin suppose that … we have 55 Good. We only equal shall see. numbers, 56 Now, miss, then the would you bigger like to do a numbers little will be arithmetic, those that … have the Copyright @2018, HUMANIKA, e-ISSN: 2502-5783 19 HUMANIKA Vol.25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika most units. pretty 119 Let’s good … leave the 206 Let’s general leave it for conclusion the for later. moment. 119 Which 206 Let’s go on number will to another be larger, exercise … the smaller 214 I must or the therefore larger? teach you, 129 Look here. if you 179 Let’s try really do another insist on approach attempting 180 Look here, the partial miss … doctorate You see … … 198 How 217 I want you much, for to listen example, now with are three the greatest billion possible seven attention to hundred a lecture I fifty-five have million prepared … nine 235 … And this, hundred too, is a ninety- fundamental eight principle, thousand 243 What’s the two matter? hundred 245 Let us go fifty one, on … multiplie 257 Thus, all the d by five words of all billion the one languages hundred … sixty-two 308 I don’t get million the three difference. hundred 311 Are you and three listening? thousand 316 Oh well five … yes … hundred yes … go and on … eight? 334 Oh dear! 204 That’s My teeth … 20 Copyright @2018, HUMANIKA, e-ISSN: 2502-5783, p-ISSN: 1412-9418 HUMANIKA Vol. 25 No.1 (2018) ISSN 1412-9418 Tersedia online di http://ejournal.undip.ac.id/index.php/humanika 340 One thing clear opening marker to tell the Young that is the Pupil that he is going to change the topic. most … The topic changes from ‘addition’ (sub It can be seen that the opening topic of arithmetic) to ‘subtraction’ markers were used more to introduce new (another sub topic of arithmetic). topics. The conversation also rarely used In the next extract, the writer provides the closing markers to end topics. However, it example of other category namely is interesting that there were some phrases ‘closing’ marker. The marker is used as a used to close a topic and open another sign where one topic ends. topic at the same time. To make the reader Extract 4: understand, the writer provides an extract (103) P : Oh, certainly not, miss. It’s not a matter of guessing, you’ve of each category. The following extract got to think it out. Let’s try to gives an example of an opening marker. deduce it together. Would you like to count? Extract 3: (104) Y : Yes, Professor. One … two … (89) P : Perfect. Excellent. Seven and uh … one? (105) P : You know how to count? How (90) Y : Eight again. And sometimes far can you count up to? nine. (106) Y : I can count up to … to infinity. (91) P : Magnificent. You are (107) P : That’s not possible, miss. magnificent. You are (108) Y : Well then, let’s say to sixteen. exquisite. I congratulate you (109) P : That is enough. One must know warmly, miss. There’s one’s limits. Count then, if scarcely any point in going you will, please. on. At addition you are a past (110) Y : One … two … and after two, master. Now, let’s look at comes three … then four … subtraction. Tell me, if you (111) P : Stop there, miss. Which are not exhausted, how many number is larger? Three or are four minus three? four? (92) Y : Four minus three? … Four (112) Y : Uh … three or four? Which is minus three? the larger? The larger of (93) P : Yes. I mean to say: subtract three or four? In what sense three from four. larger? Extract 3 gives a clear sign where one topic begins in a conversation. In line In Extract 4 above, the Professor 91, it can be seen that the Professor says asks his pupil to do counting because he “now, let’s look at subtraction” to give a wants to know whether the Young Pupil Copyright @2018, HUMANIKA, e-ISSN: 2502-5783 21

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shown as an instrument of power.” Even though the language used in the play is simple, the structure of successive utterances, which is difficult to
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Most books are stored in the elastic cloud where traffic is expensive. For this reason, we have a limit on daily download.